1

School PRES. JOSE P. LAUREL NHS Grade Level Grade EIGHT

LESSON Teacher SINCERLY D. REVELLAME Learning Area English
Teaching Date Quarter First Quarter
EXEMPLAR
Teaching Time No. of Days 10
Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)

I. OBJECTIVES At the end of the lesson, learners are expected to:

a. identify different types of context clues
b. use context clues in determining the meaning of words and/or expressions.
A. Content Standards The learner demonstrates understanding of: African literature as a means of exploring forces that
human beings contend with; various reading styles vis – à-vis purposes of reading; prosodic
features that serve as carriers of meaning; ways by which information may be organized, related,
and delivered orally; and parallel structures and cohesive devices in presenting information.
B. Performance The learner transfers learning by composing and delivering an informative speech based on a
Standards specific topic of interest keeping in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and behavior.
C. Most Essential Learning Determine the meaning of words and expressions that reflect the local culture by noting context
Competencies (MELC) clues.
D. Enabling None
Competencies
(If available, write the
attached enabling
competencies)
II. CONTENT Context Clues
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide PIVOT BOW and Curriculum Guide
Pages
b. Learner’s Pivot 4A CALABARZON Learner’s Material pp.6-11
Material Pages
c. Textbook English Horizon p,93-96
Pages
d. Additional
Materials from
Learning
Resources
B. List of Learning Activity Sheet Page 1
Resources for
Development
and
Engagement
Activities
IV. PROCEDURES
A. Introduction WHAT I NEED TO KNOW?
The students will identify the made-up words in the sentences then they will replace it with real
appropriate words by writing the correct answer in their activity sheet.
1. After dinner, I was so moozled from the day’s busy activities that I fell asleep two hours before
my bedtime.
2. I woke up feeling hungry the next morning and sebberly ate breakfast.
3. The ray of the sun shined spleendedly through our kitchen window.
4. John was so hungry the he didn’t leave a single partyckle of the muffin on the plate.
5. Cassie took her time when she wrote in cursive, slowly making each word out of an illeghant
series of arcs and loops.
WHAT IS NEW?
Learning Task 1. The students will examine the jumbled letters and will identify the words
referred to by using the meaning to be answered in their notebook.

________1. (o c a s h) complete disorder and confusion

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________2. (t x a y n I e) a painful or apprehensive uneasiness of mind

________3. (s a g r I n h) to decorate a dish or a food
________4. (p n t o p e n o) a person you are playing or fighting
against in a game or a competition
________5. (g f l e a r I) easily broken or damaged
B. Development WHAT I KNOW?
Learning Task 2. The students will copy and get the meaning of the highlighted word using the
context clues. They will give the answer by encircling the letter of the correct meaning in each
item and will underline the clue words or phrases in the texts that helped them in getting the
meaning of the unfamiliar words.
1. The government has implemented quarantine measures to limit activities outside their homes.
These measures vary from one place to another considering the number of cases in each locality.
In some places, some measures implement liquor ban.
a. policies b. sizes c. events
2. In response to the growing concerns in the increasing COVID-19 cases in CALABARZON, the
local governments remind their citizens to strictly follow all applicable health protocols to
minimize threats on the spread of coronavirus. These include wearing face masks, physical
distancing and disinfection.
a. reminders b. benefits c. practices
3. The government has provided social amelioration grants to deserving Filipinos to help them
get through this pandemic. Amounts distributed in each region vary depending on the basic pay as
identified by the regional wage board.
a. improvement b. system c. financial

WHAT IS IN?
Learning Task 3: The students will use the context clues in figuring out the meaning of each
underlined word. They will identify the letters of the best answers by answering in their notebook.

1. The extremely dry weather sweltered the dried leaves in the backyard.
A. ate B. burned C. slept D. sunbathed
2. The Philippine government announced the needs to review the tariff imposed on imported
products that have gradually taken over the local market.
A. stamp B. prohibition C. ad D. tax
3. Bernadette precariously climbed the highest mountain in the country.
A. gracefully B. lazily C. dangerously D. hopefully
4. I used to visit Nami Island in South Korea to see the falling colorful dried foliage.
A. hurricane B. plays C. snow D. leaves
5. Two tickets were allotted to each student for the dance party.
A. allowed B. joyful C. taken D. fed
6. The mood was somber at the memorial of the fallen medical front liners.
A. shyly B. serious C. hungry D. plenty
7. Tagaytay City is known for wonderful picturesque of the Taal Lake.
A. charming B. running C. ruined D. perhaps
8. The student was asked to clarify his answers for everybody to understand is point.
A. remove B. call C. explain D. stop
9. Reicon’s parents admonished him for breaking their antique collection.
A. praised B. scolded C. rewarded D. silenced
10. I am an advocate of anti-corruption movement in the country.
A. opponent B. primer C. enemy D. supporter

WHAT IS IT?
The students will read and will internalize the concept of the topic which is context clues. See
Module for details.

C. Engagement WHAT IS MORE?

Learning Task 4: The students will read carefully the paragraphs below then they will Identify
the meaning of the highlighted unfamiliar words. They will write the letters that correspond to
their answers in their notebook.
1. The palace was extremely ornate. There were magnificent pillars towering uphill. Hallways are
filled with red carpets from the entrance up to the very end of each corridors. There were lots of
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furniture and extremely expensive sculptures. It was also filled with expensive paintings by
famous painters across the globe. It was surrounded by gardens with various flora species.
a. old b. decorative c. simple d. proud
2. The organization is exclusive for city’s elite. One cannot be accepted as a member if you are
not own a multi-million company. Uncle Ethan is a member of that organization. He owns one of
the known food companies in the country. He also owns various hotel brands located in key cities
in the country. I am proud of him as he spends a lot of money to support various charitable works
in the province.
a. rich b. grand c. humble d. honest
3. Raymond’s father was suffering from an unknown illness since last year. Due to his father’s
condition, his family decided to bring his father in one of the finest hospitals to perform all the
necessary tests. It was found out that his father has tumor. The doctors performed a biopsy on the
said tumor. Gladly, the results came out declaring that it was benign.
a. deadly b. dangerous c. harmless d. absent
4. Despite the existence of the anti-terror law, famous writers and other private movements openly
criticized the government. It was an audacious move. Surprisingly, the government accepted their
criticisms pointing that the right to responsible expression of oneself is one of the basic rights of
all citizens.
a. brave b. harmful c. coward d. sarcastic
5. Faye expresses compunction for not accepting the offer of Leo to be his bride. She and Leo are
currently trying to reconcile their differences and giving each other a second try. She still hopes
that everything will be fine very soon.
a. affection b. dryness c. happiness d. regret
WHAT CAN I DO?
The students will do the Learning Task 5 by reading the sentences then they will identify the type
of context clue used in each statement then they will write their answer in their notebook.
_________1. Ephraim shows contentious remarks against the degrading remarks of a certain
politician.
_________2. Samar and Leyte experienced extreme debacle due to Typhoon Yolanda which was
somehow similar to the disaster experienced by Quezon brought by Typhoon Glenda.
_________3. The defunct Philippine Statistics Office forced the agency to transfer all its
employees and assets to the newly established National Statistics Office.
_________4. Capitals, including Antipolo, Lucena and Batangas City, are considered as seat of
political powers in their respective provinces.
_________5. A neophyte player undergoes strict trainings unlike the experienced one who has
been in the industry for quite a long time.
_________6. She is an expert in portent, the science of signs on what is about to happen.
_________7. COVID-19 is found to be pernicious, or extremely harmful to human health.
_________8. Due to his misconduct, the employee is relegated or demoted.
_________9. Conclave is an important event in the Roman Catholic Church where cardinals
gather to elect a new pope.
_________10. The international organizers have rescinded the conduct of the 2020 Olympics but
the local officials have continued the selection of new athletes.
WHAT ELSE I CAN DO?
The students will answer in their notebook the Learning Task 6 by identifying the meaning of the
highlighted word from the Learning Task 5.
The students will do another activity by answering the Learning Task 7 wherein students will

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write their own sentences by using the highlighted word from Learning Task 5 in their notebook.

D. Assimilation WHAT I HAVE LEARNED?

Learning Task 9: The students will use the underlined words from Task 8 to use in their own
sentence.
WHAT I CAN DO? (ASSESSMENT)
The students will be assessed by answering Learning Task 8. They will identify the meaning of
the underlined word in each item by writing the letters of their choice in their notebook.
_____1. The task of being a soldier is filled with inherent danger.
a. overflowing b. internal c. combined d. external
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_____2. The counterfeited items were confiscated and destroyed by the authorities.
a. fake b. important c. thick d. repulsive
_____3. Despite the heavy rains, the sea remains placid.
a. wild b. rough c. calm d. wet
_____4. The agency is asked nullify the contract considering its labor violations against its
employees.
a. improves b. seal c. cancel d. sign
_____5. The rice bin is replete. This will help us survive until the next harvesting season.
a. empty b. crooked c. hungry d. full
_____6. The game has a number of conundrums or mind-exercising challenges.
a. pictures b. stories c. answers d. puzzles
_____7. Jackie was filled with mortification, or shame, because of her careless remark.
a. proud b. disgrace c. confident d. happy
_____8. Projectiles include those items that are shot forward such as a cannon shell, bullet, or
rocket.
a. things put down c. things that hurt
b. things shot forward d. things broken
_____9. Romeo is considered infallible in his class. He always performs well in his statistics
class. He never gets zero in all his works.
a. never wrong b. mistaken c. wrong d. incorrect
_____10. Typhoon Haiyan or Yolanda almost annihilated the whole town leaving no traces of
standing industries nor trees. It was a total disaster.
a. destroyed b. saved c. created d. constructed

To further enhance the students’ skills, they will write their own sentence by using the underlined
words from the previous activity.
V. REFLECTION The learners, in their notebook, journal or portfolio will write their personal insights about
the lesson using the prompts below.

I understand that context clues are_____________________________________.

I realize that context clues _______________________________________________.

Prepared:

SINCERLY D. REVELLAME
English Teacher

Checked:

DANILO M. MUTIA EDITHA M. RODRIGUEZ

Principal I Public Schools District Supervisor– WEST
III
Validated:

SINCERLY D. REVELLAME
PRES. JOSE P. LAUREL NATIONAL HIGH SCHOOL
 5

VICTORIA B. BURGOS, Ed.D. EDNA U. MENDOZA, Ph.

D.
Educational Program Supervisor 1- English Chief Education Supervisor

Recommending Approval:

RHINA O. ILAGAN
OIC, Assistance Schools Division Superintendent

Approved:

HELEN A. RAMOS
Schools Division Superintendent

Learning Delivery Modality Printed Modular Distance Modality (Learners-Led Modality)

School PRES. JOSE P. LAUREL NHS Grade Level Grade EIGHT
LESSON Teacher SINCERLY D. REVELLAME Learning Area English
Teaching Date Quarter First Quarter
EXEMPLAR
Teaching Time No. of Days 5 days

I. OBJECTIVES At the end of the lesson, learners are expected to:

a. Identify the different conventions in writing references using the APA 7th edition
format
b. Use this style in citing sources in your academic papers.
A. Content Standards The learner demonstrates understanding of: African literature as a means of exploring forces that
human beings contend with; various reading styles vis – à-vis purposes of reading; prosodic
features that serve as carriers of meaning; ways by which information may be organized, related,
and delivered orally; and parallel structures and cohesive devices in presenting information.
B. Performance The learner transfers learning by composing and delivering an informative speech based on a
Standards specific topic of interest keeping in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and behavior.
C. Most Essential Learning Use conventions in citing sources.
Competencies (MELC)
D. Enabling None
Competencies
(If available, write the
attached enabling
competencies)
II. CONTENT Conventions in Citing Sources
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide PIVOT BOW and Curriculum Guide
Pages
b. Learner’s Pivot 4A CALABARZON Learner’s Material pp. 12-17.
Material Pages
c. Textbook Moving Ahead in English II p,135-138
Pages
d. Additional https://www.sjsu.edu/aanapisi/docs/roxannecnuddeapaactivity.pdf
Materials from
Learning
Resources
B. List of Learning http://www.readwritethink.org/classroom-resources/lesson-plans/prove-citation-scavenger-
Resources for hunt-30899.html?tab=4
Development
and Engagement

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Activities
IV. PROCEDURES
A. Introduction WHAT I NEED TO KNOW?
The students will read the introduction part of the module, then learners will answer the prompt
questions indicated at the beginning of the portion.
Which part shows the citation of sources employed?

WHAT IS NEW?
The learners will answer the Learning Task by putting a check on the identifies correct
bibliographical entries and marking X if the entry is incorrect.
______ 1. Cauilan, L. (2018). Happiness in a workplace. Journal of Industrial Psychology, 12, 16-
22.
______ 2. Zape, J. S., Cadavido, J. S. (2020). Budget of work in all learning areas in various key
stages. CLMD Publishing House.
______ 3. Natividad, M. L. (2019). Science as an exploratory field of study. McCollins Press.
______ 4. Ulpina, J. (2016). How to deal with your boss.
https://www.humanity.org.ph/How_to_deal_with_your_boss/
______ 5. Lopo, J. (2017). Enriching human resource experiences. Human Resource Journal, 14.
https://www.hrj.com/articles/enriching_experiences

B. Development WHAT I KNOW?

Learning Task 2.
The learners will do Learning Task 2 by analyzing the bibliographical entries by writing T if the
statement is True and F if false in their notebook.
______1. APA stands for Asian Psychological Association.
______2. The phrase Retrieved from is no longer indicated before the URL not unless the
retrieval date is stated.
______3. If a book has 15 authors, include only the first three authors.
______4. If there are 20 authors, include all the authors in the citation.
______5. If there are more than 20 authors, list down the 19 authors and the last author only.
______6. In a reference with more than 20 authors, separate the listing of the first 19 authors with
the last author with an ampersand.
______7. In writing the reference, first name comes first before the last name of the author.
______8. In a book reference, the title of the book should be written in italics.
______9. In a book reference, the location of publication and the publisher are separated by a
hyphen (-).
______10. In writing the name of an author, the surname is written first followed by the first
name, both written completely.

WHAT IS IN?
For more activities, the learners will accomplish Task 3 by using the information in the box to
convert in the correct bibliography.

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WHAT IS IT?
The students will read and will internalize the concept of the topic which is about the Convention
in Citing Sources.
Process Question:
How will you effectively use the Citing of Sources?

C. Engagement WHAT IS MORE?

To enhance students’ skills the learners will answer Learning Task 4 by rewriting the
bibliographic entries in their notebook.
1. Tolentino, S. A. (2016). Geometrical items in measuring spaces. La Luna Press.
2. Garcia, A. D., & Cruz, M. (2018). Principles of engineering (2nd ed.). Lireo Printing Press.
3. Jalos, A. M., Diala, S. I. & Pornobi, J. L. (2014). Transitioning learning modalities to new
normal. Philippine Journal of Basic Education, 13(2), 87-98.
https://pjbe.com/Articles/Transitioning_learning_modalities_to_new_normal
4. Merle, L. A. (June 2020). Moving towards excellence in traditional sports. The International
Olympics, 25, 132-147.
5. Sadsad, J. M., Bullo, A., & Fajardo, J. A. (2019). Building better schools through research and
planning. The Philippine Tribune, pp. 4A-4C.
WHAT CAN I DO?
The students will do the Learning Task 5 by rearrange the entries from Learning Task 4 based on
their proper order from the APA 7th edition format.
WHAT ELSE I CAN DO?
The students will answer in their notebook the Learning Task 6 by getting at least five
bibliographic entries from their chosen book with bibliography or references.

D. Assimilation  What I have learned?

The students will do another activity by answering the Learning Task 7 wherein students will
write down the following procedures as cited below:
1.Find one article for each of the following: (a) book with one author, (b) book with two authors,
(c) book with editor, (d) a newspaper article and (e) a magazine article.
2.Using your chosen articles, write their proper citations using the APA 7th edition format.
3.Rearrange them chronologically.
 What I can do? (Assessment)
The students will be assessed by answering Learning Task 8. They will be converting the
information given into proper APA 7th edition format. See Learning Module p.17.
V. REFLECTION The learners, in their notebook, journal or portfolio will write their personal insights about
the lesson using the prompts below.

I understand that there are various ways of acknowledging sources and one of this is
___________________________________________.
I realize that there are different ways of citing sources like _____________
_________________________________________________________________________.

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PRES. JOSE P. LAUREL NATIONAL HIGH SCHOOL
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Prepared:

SINCERLY D. REVELLAME
English Teacher

Checked:

DANILO M. MUTIA EDITHA M. RODRIGUEZ

Principal I Public Schools District Supervisor– WEST
III

Validated:

VICTORIA B. BURGOS, Ed.D. EDNA U. MENDOZA, Ph.

D.
Educational Program Supervisor 1- English Chief Education Supervisor

Recommending Approval:

RHINA O. ILAGAN
OIC, Assistance Schools Division Superintendent

Approved:

HELEN A. RAMOS
Schools Division Superintendent

Learning Delivery Modality Printed Modular Distance Modality (Learners-Led Modality)

School PRES. JOSE P. LAUREL NHS Grade Level Grade EIGHT

LESSON Teacher SINCERLY D. REVELLAME Learning Area English
Teaching Date Quarter First Quarter
EXEMPLAR
Teaching Time No. of Days 5

I. OBJECTIVES At the end of the lesson, learners are expected to:

a. Identify different types of modals.

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b. Analyze the varying purposes of modals

c. Express effectively the use of modals in writing informative paragraph.
A. Content Standards The learner demonstrates understanding of: African literature as a means of exploring forces that
human beings contend with; various reading styles vis – à-vis purposes of reading; prosodic
features that serve as carriers of meaning; ways by which information may be organized, related,
and delivered orally; and parallel structures and cohesive devices in presenting information.
B. Performance The learner transfers learning by composing and delivering an informative speech based on a
Standards specific topic of interest keeping in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and behavior.
C. Most Essential Learning Use modals appropriately.
Competencies (MELC)
D. Enabling None
Competencies
(If available, write the
attached enabling
competencies)
II. CONTENT MODALS
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide PIVOT BOW and Curriculum Guide
Pages
b. Learner’s Pivot 4A CALABARZON Learner’s Material pp.18-22.
Material Pages
c. Textbook Pages English Horizon p. 56-58
d. Additional https://www.thoughtco.com/modal-auxiliary-term-1691397#:~:text=In%20English%20grammar
Materials from %2C%20a%20modal,uncertainty%2C%20possibility%2C%20or%20permission.
Learning Resources
B. List of Learning Activity Sheets
Resources for https://www.vocabulary.com/dictionary/modal
Development
and Engagement
Activities
IV. PROCEDURES
A. Introduction WHAT I NEED TO KNOW?
The students will ask at least two members of the family how well can they do the task.
One Happy face for good
Two Happy faces for better.
Three Happy faces for best

ABILITIES ME FATHER MOTHER

Cook

Write in English

Drive a Car

Draw or Paint

Play a Musical
Instrument
Speak a Foreign
Language

Process Questions:
How will you describe the abilities of each family members?
What common modal is expressed in the activity? How did you say so?

WHAT IS NEW?
Learning Task 1: Using the MODAL game above, the students will follow the procedure below
then they will write their answers in their notebook.
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1. Copy the MODAL game above in your notebook.

2. Identify how many skills or things you can do by coloring them with your favorite color. Be
honest with your answers. One skill or thing that you can perform is equivalent to one point.
21-24 - Highly Talented/Skillful
16-20 - Talented/Skillful
11-15 - Moderately Talented/Skillful
6-10 - Becoming Talented/Skillful
1-5 - Needs Practice
3. In 3-5 sentences, explain how the statements in the BINGO game are constructed.
The students will be reminded that the activity is a game and there are no wrong answers and that
whatever skills they have even not mentioned from the list they are unique individually in their
own way.

B. Development WHAT I KNOW?

Learning Task 2. In their notebook, the students will copy, study and underline the different
Modals mentioned in the song.

"Honestly"
by Harem Scarem
I stand before you accused of many crimes
But I want to believe that love can still survive
You don't have to say it, I don't have to read your mind
To know that emptiness has finally arrived
How was I to know right from wrong
Words were hardly spoken, so where did I go wrong

Tell me honestly, if you're still loving me

Looking into my eyes honestly
Words have more meaning, if they're said at certain times
I need you now so I can feel alive
How would you know if you won't give me some time?
To see if everything could work out, you'll be mine
I'll be lost forever or someday I may find
The words that I've been searching for or just some peace of mind

Tell me honestly, if you're still loving me

Looking into my eyes honestly
Tell me honestly, if you're still loving me
Looking into my eyes honestly

All the nights I sit and wonder there must be more to life
I'm sure that days and years go by while
I am living with a, living with a lonely feeling
Tell me honestly, if you're still loving me
Looking into my eyes honestly
Tell me honestly, if you're still loving me

Looking into my eyes honestly

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I stand before you accused of many crimes

But I want to believe that love can still survive

Process Questions:
a. What are the modals in the lyrics of the songs?
b. How did you know that a word is a modal?

WHAT IS IN?
Learning Task 3: The students will use the modals that they had identified in Learning Task 2,
they will analyze the expression that each modal portrays. They will write their answers in their
notebook.

WHAT IS IT?
The students will read and will internalize the concept of the topic which is about Modals and its
different uses.
MODALS
Modals are auxiliary or helping verbs. They may be used in expressing permission, obligation
and prohibition.
Examples: I believe I can fly.
Khodhy must call the police after the incident.
Janine has to prepare for her exams.
Bernadette doesn’t have to secure a permit for her to go out of her house.
1. Permission is an act of giving consent or authorization. In stating permission, modals to be used
include can, could and may.
a. Can is used to ask for and give permission.
Examples: Can you give me your number?
Can you help me with this?
I can do it if you want me to.
b. Could is also used as a more polite and more formal modal in asking permission (which may
not be given).
Examples: I could possibly ask my mom to cook it for us.
Could I interview the mayor?
Could you lend me your book?
c. May is the most polite and formal modal used in asking and giving permission.
Examples: Medical practitioners affected by COVID-19 may now claim their financial support
from the government.
Teachers may now distribute the modules to the learners.
May I borrow your book, please?
2. Prohibition is the act of disallowing or prohibiting someone in performing or doing something.
Modals showing prohibition include can’t and must not/mustn’t.
a. Can’t is used in dealing with something against rules, laws and signs. This is used when the
speaker is not the one who sets the rules.
Examples: You can’t go out during the community quarantine. (Quarantine Policy)
The company can’t apply for motion for reconsideration. (Legal Proceeding)
You can’t buy any alcoholic beverages due to liquor ban. (Liquor Ban Policy)
b. Must Not/Mustn’t is used in dealing with something that is not permitted. In this context, it is
the speaker who sets the rules.
Examples: You must not turn off your camera during online class. (Teacher-students)
Mustn’t you eat the fruits inside the fridge? (Mother to child
Salome must not tell my secrets to her friends. (Boss to a colleague)
3. Obligation expresses commitment or duty. Modals used in expressing obligation include have
to (has to) and must.
a. Has/Have to is used when obligation comes not from the speaker. The obligation is set by an
authority, rule or law.
Examples: I have to be in the airport before the flight departure.
She has to submit her report on time.
The company has to pay retrenchment benefits to its employees.
b. Must is used when expressing obligation comes from the speaker or from an authority.
Examples: I must call my husband now.
We must finish the report on time.
I must stay away from them.
4. No obligation expresses the absence of commitment or duty as one may do it or not. Don’t

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(doesn’t) have to is used to express no obligation.

Examples: She doesn’t have to attend the funeral if she is not feeling well.
You don’t have to come to my office in person. You may submit it online.
The employees don’t have to come this morning as the activity will start in the afternoon.

Process Questions:
How can we effectively use modals in constructing sentences?

C. Engagement WHAT IS MORE?

Learning Task 4. The students will choose the best modal to complete the thought of the
sentence. They will only write the letters of their choice in their notebook.
1. There’s a lot of distractions coming from passing vehicles. _____ Anthony close the door?
A. must B. could C. would D. can
2. Jossiah _____ start investing now if she wants to retire soon.
A. can B. may C. would D. have to
3. Rey _____ come to the session but his presence would lighten the mood if he’s there.
A. couldn’t B. can’t C. mustn’t D. don’t have to
4. Pirena can’t get a connection on her gadget. _____ she borrows yours?
A. have to B. may C. can D. would
5. It’s a controlled room. Unauthorized persons _____ come inside.
A. don’t have to B. can’t C. wouldn’t D. couldn’t
6. Caloy _____ be at the airport at least two hours before his flight.
A. has to B. can C. may D. would
7. The invitation says that you _____ only bring three guests with you to the party.
A. have to B. can C. may D. could
8. Jisela _____ stay overtime in the office today rather than going and working in the office this
weekend.
A. must B. have to C. could D. would
9. Canela believes that she ____ finish these tasks before the deadline.
A. may B. would C. could D. have to
10. Considering the event’s formality, the winners _____ wear their Kasuotang Pilipino for the
awarding.
A. could B. must C. can D. would
WHAT CAN I DO?
Learning Task 5: The students will do the following procedures:
1. Get an article from a newspaper, journal or other online sources.
2. Copy or cut-and-paste it in your notebook.
3.Highlight each modal used in the article.
4. Then, identify if the highlighted modals express permission, obligation or prohibition.

WHAT ELSE I CAN DO?

Learning Task 6: The students will find an infographic or poster that uses modals. They will
paste it in their notebook. Then, they will identify the modals used and the statement it expresses.
They will write their answers in their notebook.
D. Assimilation WHAT I HAVE LEARNED?
Learning Task 7. The students will compose an informative essay regarding the effects of the
pandemic to your community. Students will be graded using the attached rubrics.

SINCERLY D. REVELLAME
PRES. JOSE P. LAUREL NATIONAL HIGH SCHOOL
 13

Excellent Good Poor

3pts.
Focus and Details There is one clear, well
focused topic. Main ideas are
clear and are well supported
by detailed and accurate
information.
Organization The introduction is inviting,
states the main topic, and
provides an overview of the
paper. Information is relevant
and presented in a logical
order. The conclusion is
strong.
Voice The author’s purpose of writing
is very clear, and there is
strong evidence of attention to
audience. The author’s
extensive knowledge and/or
experience with the topic is/are
evident.
Word Choice The author uses vivid words
and phrases. The choice and
placement of words seems
accurate, natural, and not
forced.
Modal Usage All sentences are well
constructed and have varied
structure and length. The
author makes no errors in the
usage of modal, mechanics,
and/or spelling.
2pts.
There is one clear, well
focused topic. Main ideas are
clear but are not well
supported by detailed
information.
The introduction states the
main topic and provides an
overview of the paper. A
conclusion is included.
The author’s purpose of
writing is somewhat clear,
and there is some evidence
of attention to audience. The
author’s knowledge and/or
experience with the topic
is/are evident.
The author uses vivid words
and phrases. The choice and
placement of words is
inaccurate at times and/or
seems overdone.
Most sentences are well
constructed and have varied
structure and length. The
author makes a few errors in
using modals, mechanics,
and/or spelling, but they do
not interfere with
understanding.
1pt.
The topic and main ideas
are not clear.
There is no clear
introduction, structure, or
conclusion.
The author’s purpose of
writing is unclear.
The writer uses a limited
vocabulary. Jargon or
clichés may be present and
detract from the meaning.
Sentences sound awkward,
are distractingly repetitive, or
are difficult to understand.
The author makes numerous
errors in the usage of
modals, mechanics, and/or
spelling that interfere with
understanding.

WHAT I CAN ACHIEVE? (ASSESSMENT)

Learning Task 5: The students will copy and complete in their notebook the dialogue by supplying
phrases or modals + verbs expressing permission, obligation or prohibition which-ever is necessary.
Once Upon a Pandemic
There is no perfect time and age to becoming responsible and well-informed citizens. Anyone can be
especially in this time of crisis.
Alena: I was not born with a golden spoon in mouth, so there is nothing I can’t do to survive the situation I
am in at present.
Aquil: Likewise. We both grew up and raised in love, faith, patience, and perseverance. We (1) ________
strong.
Alena: I (2) ________ that we (3) ________ to keep going to survive this pandemic.
Aquil: Our government and all of us (4) ________ complacent in trying time like this.
Alena: Though we have our government to support us during this critical time, we (5) ________
completely dependent on our government.
Aquil: Yes, you said it right. We (6) ________ resourceful and frugal at times like this.
Alena: I (7) ________ that we (8) ________ planting vegetables in our own backyard or in any improvised
plant box.
Aquil: That’s a good idea, Anna. We, as responsible citizens, (9) ________ also ________ our government
surpass this trying time.
Alena: Not only that...we (10) ________ compliant to the rules directed by our government to get rid of
this pandemic the soonest possible time.
Aquil: Yeah! I got it right. Let’s go check what we (11) ________ and (12) ________ while under
Enhanced Community Quarantine.
Alena: That is what we (13) ________ in times of crisis. We (14) ________of this pandemic in no time at
all if we will cooperate.
Aquil: Come-on, friend! We (15) ________ a difference.
V. REFLECTION The learners, in their notebook, journal or portfolio will write their personal insights about the lesson
using the prompts below.

I understand that modals ___________________________________________.

I realize that modals _______________________________________________.

Prepared:

SINCERLY D. REVELLAME
English Teacher

Checked:

DANILO M. MUTIA EDITHA M. RODRIGUEZ

Principal I Public Schools District Supervisor– WEST III

SINCERLY D. REVELLAME
PRES. JOSE P. LAUREL NATIONAL HIGH SCHOOL
 14

Validated:

VICTORIA B. BURGOS, Ed.D. EDNA U. MENDOZA, Ph. D.

Educational Program Supervisor 1- English Chief Education Supervisor

Recommending Approval:

RHINA O. ILAGAN
OIC, Assistance Schools Division Superintendent

Approved:

HELEN A. RAMOS
Schools Division Superintendent

School PRES. JOSE P. LAUREL NHS Grade Level Grade EIGHT

LESSON Teacher SINCERELY D. REVELLAME Learning Area English
Teaching Date Quarter First Quarter
EXEMPLAR
Teaching Time No. of Days 10
Learning Delivery Modality Printed Modular Distance Modality (Learners-Led Modality)

I. OBJECTIVES At the end of the lesson, learners are expected to:

a. Identify appropriate signals showing coherence.
b. Use applicable words in showing coherence in sentences.
A. Content Standards The learner demonstrates understanding of: African literature as a means of exploring forces that human
beings contend with; various reading styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized, related, and delivered orally; and
parallel structures and cohesive devices in presenting information.
B. Performance Standards The learner transfers learning by composing and delivering an informative speech based on a specific topic
of interest keeping in mind the proper and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.
C. Most Essential Learning Identify and use signals that indicate coherence (e.g. additive – also, moreover; causative – as a result,
Competencies (MELC) consequently; conditional/concessional – otherwise, in that case, however; sequential – to begin with, in
conclusion; clarifying – for instance,
in fact, in addition)
D. Enabling None
Competencies
(If available, write the
attached enabling
competencies)
II. CONTENT
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide PIVOT BOW and Curriculum Guide
Pages
b. Learner’s Pivot 4A CALABARZON Learner’s Material pp.23-30.
Material Pages
c. Textbook Moving Ahead in English II p.63-64, Learning Module in English -.73-75
Pages
d. Additional https://busyteacher.org/19266-coherence-and-cohesion-activity-sheet.html
Materials from
Learning Resources
B. List of Learning https://www.teacherspayteachers.com/Product/Paragraph-DevelopmentTopic-
Resources for SentencesUnityConcluding-SentencesCoherenceOrder-311933?
Development
st=5ce1c55ed4e52883b6f1c210d0a97a3d
and Engagement
Activities
IV. PROCEDURES
A. Introduction WHAT I NEED TO KNOW?
The students will make an origami of their favorite object. Then, they will write a ten- sentence paragraph
about the procedure of how they come up with their origami.

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 15

WHAT IS NEW?
Learning Task 1. The students will analyze how the highlighted words below contributed
to the development of concepts in paragraphs. Then, they will identify the functions indicated by the
highlighted terms.

During [1] the early twentieth century, in addition [2] to industrialization, urban growth and
technological development, Australian society was experiencing a transformation of the domestic
ideal. Consequently [3], people were subject to an increasing array of government and professional
programs aiming to manage and regulate life, particularly [4] family life. Some of these programs
were designed to counter social changes, others were designed to engineer them; overall [5] they
each heralded a growing expert encroachment into the private sphere.
Intervention and influence took three forms. Firstly [6], techniques designed to maximize efficiency
were introduced into the home and scientific principles were applied to its design. In addition [7],
housework and parenting methods were scrutinized and subject to unprecedented standards.
Secondly [8], all aspects of reproduction attracted increasing intervention from government and the
medical profession. Thirdly [9], state, professional and philanthropic groups began to usurp the
parental role within the family through instruction and policy. Ultimately [10], the development of
'modern' social ideals brought regulation, intervention and ever-increasing unrealistic standards.
Adapted from UNSW Sydney (2019)

Process Questions:
How do these signals make the paragraph coherent?

B. Development WHAT I KNOW?

Learning Task 2.
In their notebook, the students will copy the paragraph below. They will encircle the appropriate transition
signals placed inside the parentheses to complete the meaning that the paragraph portrays.

Communicative Language Teaching Today: A Reflection

English language teaching aims to produce communicatively competent learners. As the 21st century
learning skills aim to enrich learners’ communication skills to prepare them in facing the challenging
globalized society, the tasks of enhancing their skills to be communicatively competent in both local and
global scenarios are placed on the shoulders of our second language teachers. [1] (To illustrate / To tell the
truth), English teachers should hone learners’ abilities in becoming competent in using the target language
focusing on the five (5) macro skills [2] (notably, such as) reading, writing, speaking, listening and
viewing. [3] (Like / While) global standards in English increases, our performance gradually decreases. [4]
(Considering / Besides) a lot of factors, inaccessibility to alternative materials is one of the known
considerations that play an important role in our poor language performance. [5] (Moreover / Thus), the
government has to revisit its existing policies [6] (or at least / for instance) provide essential materials that
our learners may access and use.
Adapted from
Communicative Language Teaching Today: A Reflection (2016)
by Jhonathan S. Cadavido
WHAT IS IN?
Learning Task 3: The students will analyze sentences in the task to identify the appropriate transition
signal for each statement. They will write the letters of their chosen answers in their notebook.
1. My mom refused the salesman’s offer. __________, she changed her mind and went back to him the
following day.
A. However B. Next C. Similarly D. Besides
2. The citizens refused to follow the community quarantine protocols. __________, the COVID-19 cases in
their city increased.
A. While B. As a result C. Finally D. Therefore
3. The medical front liners were given complete sets of personal protective equipment. __________, those
who acquired the disease were given additional financial incentives.
A. If B. Below C. In addition D. Besides
4. Anthony is authoring a book. __________, he also acts as its editor and publisher.
A. However B. Also C. In contrast D. Thus
5. The man was caught driving under the influence of alcohol. __________, he was released after paying

SINCERLY D. REVELLAME
PRES. JOSE P. LAUREL NATIONAL HIGH SCHOOL
 16

fines
A. However B. Therefore C. Thus D. Similarly
6. The employees opposed the company’s retrenchment plan. __________, it was recalled due to their
strong opposition.
A. Furthermore B. Besides C. Finally D. Consequently
7. Vietnam has won its battle against COVID-19 pandemic as it implemented strict measures for its
community quarantine. __________, Thailand is winning its battle after using Vietnam’s strategic plans.
A. Besides B. Similarly C. Therefore D. Furthermore
8. The citizens strictly follow the community quarantine measures and other health protocols, __________
lessening and decreasing the number of cases in the locality.
A. finally B. furthermore C. besides D. thus
9. My house has a master’s bedroom, three guest rooms, relaxing living room and clean kitchen.
__________, it also has an Olympic-size swimming pool and paradise-like garden.
A. In addition B. Consequently C. In contrast D. Similarly
10. “It’s okay if Alana did not qualify for the social amelioration grant. __________, she is already rich,”
said Allan.
A. Besides B. However C. In addition D. As a result

WHAT IS IT?
To fully understand the thought of the topic, the student will read with understanding the explanation about
the Transition signals.

C. Engagement WHAT IS MORE?

Learning Task 4. The students will read and analyze the selection below to identify the appropriate and
best transition signals to complete the meaning of the passage. They will write their answers in their
notebook
On Small-Scale Farming
by Jonathan S. Cadavido
Carabaos and cows are important farm animals. [1] (Together with/Similar) other animals, they both help
farmers in producing milk and other farm and dairy products. Meat, [2] (namely/for example), is one of the
most important products that both of them can provide. [3] (Besides/Moreover), milk is also an essential
item that carabaos and cows produce. [4] (In fact/Indeed), kesong puti is good for breakfast as spread or
stuffing for varieties of bread [5] (that is/such as) pan desal and loaf bread. [6] (Therefore/Indeed), cows
and carabaos can produce food items that we need in our daily lives.
Last year, we had to sell dozens of carabaos and cows for my parents to financially support me with my
studies. [7] (As a result/Accordingly), my family recorded and generated small return of investment for
that year. [8] (Instead/Although) we suffered a great loss, we still managed to survive with the help of my
uncle.
Uncle Romeo has lent us his resources. [9] (On the other hand/Together with) this, he looked for possible
investors who would finance our small farm business. [10] (Consequently/Meanwhile), a known dairy
company, invested large amount of money to our small-scale farm. We accepted its offer. [11] (In
fact/Wherefore), we have already started the expansion of our farm. From 20 remaining cows and
carabaos, we now have at least hundreds of them. Our humble farm can now provide a large amount of milk
products to our partner-company. [12] (For instance/Henceforth), we can at least supply them 500 liters of
milk per day [13] (importantly/notwithstanding) the El Niño phenomenon that we are currently
experiencing.
[14] (As a result/Similar) of this success, our family is planning to further expand our business venture,
[15] (for example/to demonstrate), production of other farm products from hogs and chicken. [16]
(Coupled with/Whereas) our dedication and enthusiasm, our partner-company has pledged to continuously
support us in this endeavor. [17] (Comparatively/In fact), we are now working on our feasibility study
about this concept. [18] (Consequently/Furthermore), other government policies and bank loans are
considered for this project.
[19] (In conclusion/Otherwise), starting a business is not really an easy task, [20] (even more/indeed) a
difficult one. [21] (Instead/While) others may not believe in your capacity, it is your duty to trust yourself
and the process. With faith and confidence, you will surely achieve your dreams. From carabaos and cows,
our small farm will soon be one of the famous haciendas in town producing and delivering quality products
and goods.

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PRES. JOSE P. LAUREL NATIONAL HIGH SCHOOL
 17

WHAT CAN I DO?

Learning Task 5:
In their notebook, the students will identify the function of each correct transition signal in Learning Task 4.
What else I can do?
Learning Task 6:
In their notebook, the students will use each correct transition signal in Learning Task 4 in their own
sentence.
D. Assimilation What I have learned?
Learning Task 8: In their notebook, the students will identify the function of each correct transition signal
in Learning Task 7.and they will use each correct transition signals in their own sentence.
What I can achieve? (Assessment)
Learning Task 7: The students will read and analyze the sentences to identify the appropriate transition
signal for each statement. They will write the letters of their chosen answers in their notebook.
1. The government distributed personal protective equipment, __________ surgical masks, boots and face
shields.
A. likewise B. also C. together with D. namely
2. My friends decided to go home to the province before the imposition of the community quarantine,
__________ I have stayed here in Manila for work.
A. besides B. whereas C. also D. moreover
3. I will not be going home tonight, __________ I haven’t finished yet the report for tomorrow’s board
meeting.
A. finally B. furthermore C. besides D. thus
4. The militants attacked the police force during the relief operations. __________, the Congress
condemned this irresponsible action.
A. Indeed B. Thereupon C. Likewise D. Notwithstanding
5. __________ the bad weather, the employees of the Department of Social Welfare and Development were
still able to distribute relief good to the homeless.
A. Specifically B. Together with C. Consequently D. Notwithstanding
6. The statistics and figures released by the Department of Health were used in identifying the status of
COVID-19 in the country. This project also focused on how this health crisis can be managed from grass
roots to the national level. __________, this project summarizes the important actions and
recommendations that our government should consider as response to the current health crisis.
A. Finally B. Next C. Similarly D. Besides
7. After paying an exact amount to the counter, you have to proceed to the manager’s office for an
interview. Then, the results will be examined by members o the board. __________, the results will be
announced at the end of the day.
A. While B. As a result C. Finally D. Therefore
8. City transportation system is one of indicators used in urban competitiveness. This system involves
different possible transportation means. Subway trains, __________, are considered as main transportation
means used in evaluating city performance.
A. however B. for instance C. in addition D. besides
9. Philippine peso is considered as one of the highly performing currencies in Asia. __________, the
Japanese Yen is also working well.
A. Moreover B. Comparatively C. However D. Thus
10. The man was caught driving under the influence of alcohol. __________, he was arrested and asked to
pay appropriate fines.
A. Thus B. Furthermore C. Nevertheless D. Similarly
V. REFLECTION The learners, in their notebook, journal or portfolio will write their personal insights about the lesson
using the prompts below.

I understand that the signals indicating coherence are ____________________

__________________________________________________________________________.
I realize that the signals indicating coherence are ________________________
__________________________________________________________________________.

Prepared:

SINCERLY D. REVELLAME
PRES. JOSE P. LAUREL NATIONAL HIGH SCHOOL
 18

SINCERLY D. REVELLAME
English Teacher

Checked:

DANILO M. MUTIA EDITHA M. RODRIGUEZ

Principal I Public Schools District Supervisor– WEST III

Validated:

VICTORIA B. BURGOS, Ed.D. EDNA U. MENDOZA, Ph. D.

Educational Program Supervisor 1- English Chief Education Supervisor

Recommending Approval:

RHINA O. ILAGAN
OIC, Assistance Schools Division Superintendent

Approved:

HELEN A. RAMOS
Schools Division Superintendent

Learning Delivery Modality Printed Modular Distance Modality (Learners-Led Modality)

School PRES. JOSE P. LAUREL NHS Grade Level Grade EIGHT
LESSON Teacher SINCERELY D. REVELLAME Learning Area English
Teaching Date Quarter First Quarter
EXEMPLAR
Teaching Time No. of Days 10

I. OBJECTIVES At the end of the lesson the students are expected to:
1. Identify the use of verb, adverbs and adjectives in a persuasive essay.
2. Express emotional response in persuasive language using verbs, adjectives and adverbs.
A. Content Standards The learner demonstrates understanding of: African literature as a means of exploring forces that
human beings contend with; various reading styles vis – à-vis purposes of reading; prosodic
features that serve as carriers of meaning; ways by which information may be organized, related,
and delivered orally; and parallel structures and cohesive devices in presenting information.
B. Performance The learner transfers learning by composing and delivering an informative speech based on a
Standards specific topic of interest keeping in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and behavior.
C. Most Essential Learning Use a range of verbs, adjectives and adverbs to convey emotional response or reaction to an issue
Competencies (MELC) to persuade
D. Enabling None
Competencies
(If available, write the

SINCERLY D. REVELLAME
PRES. JOSE P. LAUREL NATIONAL HIGH SCHOOL
 19

attached enabling
competencies)
II. CONTENT
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide PIVOT BOW and Curriculum Guide
Pages
b. Learner’s Pivot 4A CALABARZON Learner’s Material pp.31-36.
Material Pages
c. Textbook Horizon in English II p. 89-90
Pages
d. Additional https://mikeschnoor.com/2005/03/05/emotional-response/#:~:text=An%20Emotional
Materials from %20Response%20is%20the,of%20this%20spectra%20of%20emotions.
Learning
Resources
B. List of Learning None
Resources for
Development
and
Engagement
Activities
IV. PROCEDURES
A. Introduction WHAT I NEED TO KNOW?
The students will carefully analyze the picture and will describe what emotions or actions the
picture suggests.

1 2
.

3 4 5

Process Question:
Which of the following pictures suggest actions and emotions?

WHAT IS NEW?
Learning Task 1.
The students will Identify the word which does not belong to the group. They will write their
answers in their notebook.
1. adorable attractive absolutely shiny
2. probably regularly usually weary
3. incredibly thoroughly intensify absolutely
4. accelerate achieve assess ambitious
5. calm comfortable break eager
6. identify fly until classify
7. beautiful live fast wicked
8. examine very so too
9. ride clearly sell fell
10. justify examine certify analysis

Process Questions

SINCERLY D. REVELLAME
PRES. JOSE P. LAUREL NATIONAL HIGH SCHOOL
 20

From the activity above, try to answer the questions that follow.
1. How did you select your answers from the activity?
2. What makes the chosen word different from the other group of words?
3. Which of those chosen words are verbs, adverbs, and adjectives?

B. Development WHAT I KNOW?

Learning Task 2. The students will accomplish their activity sheet by following the directions in
the following activities such as Verb Search, Adjective Search and Adverb Search.

VERBS SEARCH
Directions: Read the passage then underline the verbs that show action and encircle
the modal verbs.

The school fair is right around the corner, and tickets have just gone on sale. We are
selling a limited number of tickets at a discount, so move fast and get yours while they are still
available. This is going to be an event you will not want to miss! First off, the school fair is a
great value when compared with other forms of entertainment. Also, your ticket purchase will
help our school, and when you help the school, it helps the entire community. But that’s not all!
Every ticket you purchase enters you in a drawing to win fabulous prizes. And don’t forget, you
will have mountains of fun because there are acres and acres of great rides, fun games, and
entertaining attractions! Spend time with your family and friends at our school fair. Buy your
tickets now!
ADJECTIVE SEARCH
Directions: Encircle all the adjectives present in the given paragraph below.

Traveling is one of the most valuable and enriching experiences in our lives. It
increased our knowledge, opened our minds, enriched our spirits, and extended the new moral
values. You can find many destinations in the world that would fulfill your desires. But, if what
you are looking for is a unique and memorable experience that will give you the opportunity to
learn about another culture through art, cultural events, historical sites, and archeological
treasures, a place to visit is certainly Italy.
ADVERB SEARCH
Directions: Box all the adverbs you can find in the paragraph below.

Undoubtedly, if bullying language or other hate speech would be normalized by

adults and in the media, it will become a part of the social landscapes of a child’s world. As a
parent, I feel awfully helpless on how to deal with bullying, generally, when my children are
victims or perpetrators, especially when they can’t escape all the avenues of political bullies.
Based to what Suzane Lachmaan Psy. D. suggested from her studies, I would highly recommend
that all high school aged children be required to take a debate class. This way they can be taught
how to listen to something they do not always agree with and be able to contribute to a healthy
respectful dialog.

WHAT IS IN?
Learning Task 3: From the previous activity, the students will use their answer to form a ten -
sentence paragraph about their emotions and feelings about their home study.

WHAT IS IT?
The students will read with understanding the text entitled “Persuasive Text and It’s Grammatical
Features”
Process Question:
SINCERLY D. REVELLAME
PRES. JOSE P. LAUREL NATIONAL HIGH SCHOOL
 21

How these grammatical features help you in understanding the use of verb, adverb and adjective
in expressing emotions to persuade?

C. Engagement WHAT IS MORE?

Learning Task 4: In the students’ notebook, they will copy the news article below published by
GMA News Online. Then they will encircle the verbs, box the adjectives and underline the
adverbs that express strong or pressing points.
WHAT CAN I DO?
Learning Task 5:
They will use the identified verbs, adjectives and adverbs in Learning Task 4 to write a short
paragraph about their stand about the issue on the West Philippine Sea dispute.
What else I can do?
Learning Task 6:
The students will find at least one paragraph of Pres. Rodrigo Duterte’s 5th State of the Nation
Address (SONA) delivered on July 27, 2020. They will copy their chosen paragraph in their
notebook. Then, they will encircle the verbs, box the adjectives and underline the adverbs that
express strong or pressing points.

Learning Task 7: The students will use the identified verbs, adjectives and adverbs in their
chosen paragraph excerpted from the President’s SONA, then they will write a short paragraph
about their stand or viewpoint about the content or points presented in their chosen paragraph.
They will write their paragraph in their notebook.
D. Assimilation What I have learned?
Learning Task 8:
In their notebook, they will copy the short speech about The Gettysburg Address (Bliss Version).
Then, they will encircle the verbs, box the adjectives and underline the adverbs that express
strong or pressing points.
What I can achieve? (Assessment)
Learning Task 7
In their notebook, they will write a short paragraph about their stand or viewpoint about peace
and war using the identified verbs, adjectives and adverbs in Learning Task 8.

V. REFLECTION The learners, in their notebook, journal or portfolio will write their personal insights about
the lesson using the prompts below.

I understand that the verbs, adjectives, adverbs in expressing emotional response to

persuade are _____________________________________________.
I realize that the verbs, adjectives, adverbs in expressing emotional response to persuade are
_________________________________________________________.

Prepared:

SINCERLY D. REVELLAME
English Teacher

Checked:

DANILO M. MUTIA EDITHA M. RODRIGUEZ

Principal I Public Schools District Supervisor– WEST III

Validated:

VICTORIA B. BURGOS, Ed.D. EDNA U. MENDOZA, Ph. D.

Educational Program Supervisor 1- English Chief Education Supervisor

Recommending Approval:

RHINA O. ILAGAN
OIC, Assistance Schools Division Superintendent

SINCERLY D. REVELLAME
PRES. JOSE P. LAUREL NATIONAL HIGH SCHOOL
 22

Approved:

HELEN A. RAMOS
Schools Division Superintendent

SINCERLY D. REVELLAME
PRES. JOSE P. LAUREL NATIONAL HIGH SCHOOL